本文選題：小學數(shù)學　切入點：認知過程分析　出處：《現(xiàn)代教育技術》2017年05期 　論文類型：期刊論文

【摘要】：文章基于認知過程分析方法,對小學三年級數(shù)學"比較"例題的求解過程進行了認知過程分析和認知模擬,對比了教師和學生在認知過程中可提取的認知輸出和提取路徑,并在此基礎上對學生進行了認知診斷和干預。此外,文章還分析了認知過程分析對提取式學習的促進作用。文章的研究表明,認知過程分析可以幫助教師了解學生的認知架構,體驗學生求解過程的產(chǎn)生式執(zhí)行流程,從而有效促進學生產(chǎn)生提取式學習。
[Abstract]:Based on the method of cognitive process analysis, this paper analyzes and simulates the cognitive process of solving the "comparative" example of mathematics in the third grade of primary school, and compares the extractable cognitive output and the extraction path between teachers and students in the cognitive process. On this basis, cognitive diagnosis and intervention are carried out to students. In addition, the paper also analyzes the role of cognitive process analysis in promoting extractive learning. The study shows that cognitive process analysis can help teachers understand the cognitive structure of students. Experience the productive execution process of the student solving process, thus effectively promote the students to produce and extract learning.
【作者單位】： 北京師范大學教育技術學院;牡丹江師范學院計算機與信息技術學院;智能教育與信息工程重點實驗室;
【基金】：國家社會科學基金規(guī)劃教育學一般課題“課堂交互產(chǎn)生學習結果的認知模型與仿真”(項目編號:BCA100023) 黑龍江省智能教育與信息工程重點實驗室開放基金項目“基于知識情境的學習資源建模與重用研究”(項目編號:SEIE2013-05) 牡丹江市科技攻關項目“基于情境的學習資源建模與重用研究”(項目編號:Z2013G007)資助
【分類號】：G434;G623.5
，

本文編號：1587994